The goal of this lesson is to introduce students (Grades 4-12) to the possible impacts of any executive order that targets a specific group of people. During the months following the bombing of Pearl Harbor, over 110,000 Japanese Americans, two-thirds of them citizens of the United States, were evacuated from the West Coast and “relocated” to detention camps established by the U.S. Government. As captured in Ansel Adam’s iconic photos, many internees would spend the next three years behind barbed wire. Their stories of discrimination and forced removal provide a window into a time when our nation failed to uphold the rights guaranteed to all citizens by the U.S. Constitution — regardless of nationality, race, religion, or ethnicity.

As students delve into the lesson by watching the I’m American Too – Stories from Behind the Fences documentary and exploring the primary source interviews in the TOR WWII Archives, they will gain an understanding of how virtually overnight West Coast farming communities were forever changed, with very few internees returning to their former homes. The students are then tasked with capturing a “story from behind the fences” by drafting a letter in the voice of the internee to someone, real or imaginary, outside of the camp. Using Dwight Okita’s “In Response to Executive Order 9066” poem as a model, their final task is to transform their letters into letter poems.

The lesson is also a call to action. Students are warmly invited to take their letter poems beyond the walls of the classroom by submitting them to the TOR Student Gallery for publication to a national audience. If you work with students, I am pretty sure you will agree that when we support students in speaking out on issues of social justice, we are often providing a lens to view the impact of bystanders and the difference a single upstander can make.

During the month of March, many West Coast school districts and museums commemorate Japanese-American internment with activities and exhibits. And, of course, probably all school districts celebrate April as National Poetry Month. Whatever the occasion or lesson might be, if you are a teacher, I hope you will encourage your students to create letter poems in response to Executive Order 9066 and to publish them to an authentic audience, such as the Time of Remembrance Student Gallery.

Seventy-five years ago today, President Roosevelt signed Executive Order 9066, authorizing the removal of over 120,000 people of Japanese descent, many of them citizens, from the West Coast. Virtually overnight, an entire group of people lost their jobs, their homes, and their constitutional rights.

Thanks to a beautiful article in today’s SacBee from California farmer, journalist, and author David Mas Masumoto, I am reminded of the importance of standing up and speaking out on behalf of targeted groups. I teach in a school district that was once home to a hard-working community of Japanese-American farmers, who transformed the region into beautiful, productive strawberry fields. Following the signing of Executive Order 9066, the history of the Elk Grove-Florin region was abruptly and forever changed.

In honor of the many contributions of the Japanese-American community and in recognition of the need to stop history from repeating itself, I am proud to co-direct my district’s Time of Remembrance Oral Histories Project (TOR). David Mas Masumoto’s words complement the purpose of the TOR project:

“We remember through stories. They frame events, add context to the past beyond a history of facts. Stories add rich and personal details that generate an emotional connection to what was and what can be.”

America is a nation of immigrants. In response to the current political climate and an executive order that is similar to 9066, the TOR project invites youth from across the nation to interview an immigrant or refugee and then share their stories on our TOR Student Gallery. We’ve created On Coming to America, both the lesson and teacher’s guide/toolkit, as an opportunity to showcase the sacrifices and contributions of immigrants and refugees. Again, David Mas Masumoto’s words sum up our commitment to documenting stories from our communities:

“To recognize today’s stories of hate against a class of people, to demand these stories be heard is a first step to building a more democratic and just nation. To be American is to remember all our stories.”

The greatest gift we can give someone is the gift of their history.” HmongStory40

Yes, we are a nation of immigrants. I am fortunate to work in a school district that is yearly enriched by its history of cultural diversity. Last year, in recognition and celebration of the experiences, challenges, and contributions of those who have come to America, I collaborated on the Coming to America – Small Moments, Big Meanings Lesson and Teacher’s Guide. This year, I am adding another resource: On Coming to America Hyperdoc.*

Both these online lessons are invitations to your students to interview, document, and publish the story of an immigrant or refugee, with a shared goal of:

Introducing students to the differences between an “immigrant” and a “refugee”

How about your school or district? Have your students had the opportunity to roll up their sleeves and do the work of an oral historian? If not, I can promise that in the process of interviewing an immigrant or refugee, they will discover what I have learned: history happens one story at a time. It would be an honor to showcase your students’ On Coming to America projects.

*Note: The term “hyperdoc” stems from the ever-amazing Lisa Highfill’s commitment to use tools (such as Google Docs/Slides/Sheets) to create lessons with access to “instructions, links, tasks… to get kids thinking.”

Tule Lake was one of ten internment camps quickly constructed by the U.S. Government for the purpose of removing all people of Japanese ancestry from the West Coast during World War II. It is best known as “home” to the “no no boys,” a term “for those who answered ‘no’ to questions 27 and 28, the so-called ‘loyalty questions’ on the Application for Leave Clearance form” (Densho Encyclopedia).

Of the 32 interviews posted to the Time of Remembrance World War II Archives, 12 include first-hand accounts of life in Tule Lake. For some of our interviewees, Tule Lake was a starting point in their internment years; for others, it was where they were confined until the close of WWII.

To learn more about Tule Lake from a child’s perspective, I recommend starting with Christine Umeda’s interview. Christine’s parents signed the loyalty oath and were then released from Tule Lake and relocated to Topaz. For a more detailed account of a child’s life in Tule Lake, listen to Toshiye Kawamura’s interview, whose father was a “no no boy.”

“No no boy” Jim Tanimoto’s interview is a compelling account of the consequences of taking a stand as an 18-year-old and refusing to sign the loyalty oath. Jim’s 36-minute interview makes a strong case for Barbara Boxer’s Senate Bill and will provide teachers and students with the content background to fully understand and appreciate this newsworthy current event.

Jim’s interview also stands as a testimony to Tule Lake Committee Officer Barbara Takei’s statement to NBC News: “The people used this loyalty questionnaire as a form of protest. The people who gave the ‘wrong’ answer ended up segregated at Tule Lake. That protest is really the Japanese-American civil rights story. It’s a story that hasn’t really been told.”

When I do make the 300+ mile journey from Sacramento to Tule Lake (hopefully this summer), I’ll be back with an updated post!

“Each language is shining a little torch somewhere. These are treasures for the whole of humankind.”Nicholas Evans (Language Matters, PBS)

I’d like to start this post with a shout out to language researchers Robyn Perry (University of California, Berkeley) and Steven Bird (University of Melbourne, Australia) for the incredible work they are doing through the Aikuma Project to preserve dying languages. Robyn has been a featured guest blogger on the TOR Talks blog (a project I co-direct with my school district colleague Kathleen Watt) and has also joined us,with Steven, for a Google Hangout. So Kathleen and I were thrilled when Robyn invited us to come to Oakland (California) for the Sunday, December 13, Treasure Language Storytelling Event.

I was born in Oakland and grew up in Orinda, part of what is known as the “East Bay.” So I was surprised to learn about one of California’s “hidden histories” (not included in history textbooks): The storytelling event was taking place in an area once inhabited by the Chochenyo (a new word for my spellchecker), a division of the Ohlone tribe of Northern California and the first inhabitants of the East Bay. The Chochenyo language died about 70 years ago. But thanks to the efforts of Vince Medina and Louis Trevino, Chochenyo is re-emerging as a spoken language. Vince opened the event by welcoming us in Chochenyo.

Next on the agenda was Leiz (Marc) Yauz-Cing and Lai Saephan, who represented Sacramento’s Iu Mien community. Two years ago, Lai spent 6 months studying the Mien language with Marc, who taught him not only the spoken language, but also how to read and write in Mien. Together, Lai and Marc told a Iu Mien story in two voices. Fortunately, their telling of “Hieh Mienh Gouv” (Wild Mien Story) was recorded.

Before Marc and Lai started their story, the wonderful Koy Saephan, Lai’s big sister (sitting next to us in the audience), shared that becoming fluent in his native language had changed Lai’s life. Their family had fled Laos to Thailand after the U.S. pulled out of the Vietnam War. When they were granted permission to come to the United States, Lai was only 9 months old. Like many refugee and immigrant children, his older siblings took care of him while his parents held multiple jobs. With the siblings naturally wanting to fit into American culture, they spoke English with each other. Therefore, as a child and into his adult years, Lai could not fully communicate with his Mien-speaking parents. Six months of studying Mien changed that – and his life (see more below).

The closing activity, the Language Champions Panel, was equally powerful. Vince Medina and Lai Saephan were joined by Tigisti Weldeab, an immigrant from Eritrea. As soon as the video is posted, I’ll add it to this post. I still have a lump in my throat from Lai sharing that before he learned his native language, he used to stutter. No more.

Tigisiti shared what it was like arriving in Seattle as a 12 year old, wanting nothing more than to fit in, which meant speaking Tigrigna as little as possible. It was not until she started college and saw that her younger brother was losing the Tigrigna language that she realized the importance of keeping and promoting her native language.

It will be a long time to come before I forget these “treasure language” stories. Each story is now part of our shared community history. And each story provides a window into the challenges of losing one’s native language.

I’ve already marked my calendar for the February 21 Treasure Language Event, which coincides with International Mother Tongue Day and will therefore focus on women storytellers. I look forward to attending the event, both as a learner and as an educator. Given the diverse populations in California schools, with more than 88 languages and dialects spoken in my district, the “treasure language” stories should resonate with all who work with English Learner populations.

Please help spread the word about the Aikuna Project and the February 21 Treasure Language Event. If you, or someone you know, speak a “treasure language” (endangered language) and would be willing to be interviewed, please contact Robyn Perry at robyn@ischool.berkeley.edu or 831-332-4208.

The living speakers of today’s disappearing languages are equipped to preserve their voices, their unique perspective on the world, and how they have managed to live sustainably in their homeland for centuries.” Steven Bird, Ph.D., Aikuma Project

Veterans Day Question: How can you be a refugee and a soldier at the same time?

Last weekend I had the privilege of joining Daniel Clune, U.S. Ambassador to Laos, for a Saturday night dinner with 300+ guests (mostly Hmong, Mien, Khmu, and Lao refugees from the Secret War), followed by a less formal, more intimate Sunday brunch. The dinner ignited a conversation and invitation for Sacramento’s Laotian community to give back to Laos by contributing to its much needed economic development.

Oct 31 dinner with Ambassador Clune. Photo Credit: Foom Tsab

Many of the people who attended the Sunday brunch had also attended the Saturday evening event. I think having a second get-together so close to the first encouraged guests to ask more personal questions. A common thread during Q & A was the emotional pain shared by the in-between generation, who were only children when they and their parents escaped from Laos to Thailand and then made the life-changing journey to the U.S.

Ambassador Clune at Nov 1 brunch

Many who stood up to ask Ambassador Clune a question choked back tears or had trouble putting into words the sacrifices their parents had made and the enormous obstacles they faced to make a better future for their children. They referenced the courage of their fathers, uncles, and grandfathers, who put their lives on the line when they supported and fought along side U.S. troops during the Vietnam War. Because these veterans were classified as refugees, not soldiers fighting on behalf of the U.S., they have not been eligible for VA (Veterans Affairs) Benefits, including medical assistance.

As we head into the November 11 national celebration of Veterans Day, I recommend watching Vietnam War photographer Galen Beery’s powerful 12-minute documentary on how it is possible to be a refugee and a soldier:

I am deeply grateful to Elk Grove City Councilman Steve Ly for sending me the link to Galen Beery’s film, for including me in many special events within the Sacramento community and across the state, and especially for inspiring and supporting the Secret War in Laos Oral Histories Project. It feels as though the journey into researching and documenting this missing chapter in our history books is just beginning.

I will remember for a long time to come the beautiful memorial service, reception, and solidarity of the diverse community who gathered Friday at the Sacramento Buddhist Temple to honor the memory of Wayne Maeda. He leaves a huge legacy.

I called on Wayne many times in the last eight years to meet with teachers in my district to provide the historical context needed to help build our Time of Remembrance Oral Histories Project. He never once said no to my continual guest speaker requests.

Two years ago, I traveled with a group of Sacramento teachers and students to the legendary World War II internment camp Manzanar. I will never forget this experience. The trip was paid for through a California Civil Liberties Public Education Grant – written by Wayne. Wayne also invited my friend and talented videographer Doug Niva to accompany us. The result was the I’m American Too documentary. I know that all who have watched the documentary and who knew Wayne, myself included, will consider the documentary a tribute to Wayne’s dedication to “never letting the mistakes of American history be repeated.”

A local TV station kicked off the Veterans Day weekend with a showing ofTora! Tora! Tora! With an all-star cast, I certainly do not question why this 1970’s portrayal of the bombing of Pearl Harbor deserves recognition as an American classic. A number of lines from the movie, however, reminded me of the importance of providing students with access to a broad collection of primary sources for learning about World War II.

It is often through snippets of first-hand accounts of a historical event, that students begin to question information – such as the accounts provided by textbooks. As I listened to one of the American officers in Tora! Tora! Tora! explain that the real danger was the hundreds of Japanese living in Hawaii, I thought about a government propaganda clip, Japanese Relocation, that explained (justified) the need to remove thousands of U.S. citizens of Japanese heritage from the West Coast. This government clip provides insight into the political climate of the war years.

But history is all about who is telling the story. In working on the Time of Remembrance Oral Histories Project, a project I’ve been involved in for that last six years, I find that with each new interview, my understanding of the internment experience deepens, as does my appreciation for war time complexities.

I recently added ten new interviews to the Time of Remembrance collection. Each story is a reminder of what can happen if we allow the loss of rights to any group of people to go unchallenged. Each story is also a reminder that history happens one story at a time.

Jack Dairiki – Born in Sacramento, Jack recounts his trip to Japan in 1941, being caught there, and surviving the bombing of Hiroshima.

Jim Tanimoto – I met Jim last spring during an annual Pilgrimage to Manzanar. Jim’s story is the first in our collection from a No-No boy, a term for resisters. No-No boys answered “No” to questions 27 and 28 on the Loyalty Oath they were required to take.

Jim Tanaka – Jim provides a window into the 442nd experience and the experience of the 100th battalion from Hawaii.

Roy Sato – Roy shares experiences of signing up for draft and being classified as “4C” – an “enemy alien.”

Marion Kanemoto – One of the most powerful stories in the TOR collection, Marion tells of being sent to Japan as part of a prisoner exchange. In later years, with a little help from her law student son, she literally changes history.

Over the next few weeks, I’ll also be uploading a set of powerful lessons created by 12 teachers in my district. This incredibly talented panel is making available to you grade-level (grades 5-12), standards-aligned lessons that weave in the TOR interview segments. You are free to download, share, and tweak these lessons in anyway that works best for you and your students.

It is my hope that the primary sources provided through the Time of Remembrance site will engage students in “doing history” as opposed to just “studying history.” Whatever the historical event, all students should have opportunities to construct knowledge and exam differing points of view, and, in the process, gain a sense of what it was like to live through events from the past. The Common Core State Standards support the integration of primary sources into the curriculum because reading through first-hand accounts of any event invites the development of critical thinking and helps students to “distinguish among fact, opinion, and reasoned judgment in a text.”

As for Tora! Tora! Tora!, it just seems that 70 years later, a movie trailer might be appropriate – one that makes clear that actually not a single Japanese-American citizen was ever found guilty of espionage or traitorous activities.

I teach in the Elk Grove School District, a large K-12 district south of Sacramento, California. Following the bombing of Pearl Harbor, the history of this once rural community forever changed. As the nation entered World War II, President Roosevelt signed Executive Order 9066, authorizing the removal and “relocation” of thousands of Japanese-Americans from the West Coast. Virtually overnight U.S. citizens of Japanese heritage disappeared from the farming communities of the Sacramento valley.

Today is September 17, the official date designated by legislation passed in 2005 to celebrate U.S. Constitution Day. The Japanese internment story is a powerful example of why it is so important for us (especially educators) to understand – and to be willing to fight for – the Constitutional Rights guaranteed to every citizen.

Last week I uploaded to my district’s Time of Remembrance website 10 new interviews with Japanese-Americans from the Sacramento area. Each story is a reminder of what can happen if we allow the loss of rights to any group of people to go unchallenged.

Marielle Tsukamoto – As an educator (Elk Grove USD) and community activist, Marielle continues the legacy and work of her mother, Mary Tsukamoto, who was a driving force in the Smithsonian’s original exhibit: A More Perfect Union: Japanese-Americans and the US Constitution. Marielle shares her memories of both the camp experience (Jerome, Arkansas) and some of the realities faced by internees following their release from the camps.

Jack Dairiki – Born in Sacramento, Jack recounts his trip to Japan in 1941, being caught there, and surviving the bombing of Hiroshima.

Jim Tanimoto – I met Jim last spring during an annual Pilgrimage to Manzanar. Jim’s story is the first in our collection from a No-No boy, a term for resisters. No-No boys answered “No” to questions 27 and 28 on the Loyalty Oath they were required to take.

Constitution Day 2011 – a time to reflect on what it means to be an informed citizen and what’s worth fighting for.

My feet have still not quite hit the ground since my Pilgrimage to Manzanar trip and my bike ‘n barge trip across Holland with Hannie Voyles. But already I know that two of my summer projects will be to create multimedia teacher guides for two books I know middle – high school language arts/English/history teachers will want to add to their teaching toolkits:

Kiyo's Story

Kiyo’s Story – One of my favorite take-aways from the Manzanar trip was an autographed copy of Kiyo Sato’s memoir of growing up in California – before, during, and after WWII.

“It is a magnificent memoir, fully worthy of being compared to Farewell to Manzanar. I cannot praise its pointillist realism, its Zen-like austerity, highly enough. Exquisite.”—Kevin Starr, author of California: A History

I have to take issue with Kevin Starr’s review. Kiyo’s Story provides something missing from Farewell to Manzanar: a window into the Issei (first generation of Japanese immigrants) experience in California and also makes visible the power of one’s culture to help overcome extreme challenges and attacks on human dignity. Kiyo also includes samples of upstanders (people who choose to take positive action in the face of injustice in society or in situations where individuals need assistance), such as Edward Kelly Elementary School teacher Miss Cox.

Storming the Tulips – I first met Hannie two years ago, when my friend Pam Bodnar, a middle school counselor in Chico, shared with me a remarkable presentation Hannie did with Pam’s 8th grade students on how she survived the Nazi occupation of Holland. Hannie was a schoolmate of Anne Frank’s, a few years younger than Anne but also a student for a while at the same Montessori School. Whereas Anne’s story is one of hiding in the Annex, Hannie’s is from a street view. Hannie and her sister were the eyes and ears for their Jewish mother, who, like Anne, had to remain hidden in their apartment, which was opposite Nazi headquarters.

Hannie’s compelling story is one of 20 first-hand accounts of survival and resilience included in Storming the Tulips:

Storming the Tulips is an intimate encounter with history, as told by twenty former students of the 1st Montessori School in Amsterdam. They were children-contemporaries of Anne Frank -and this book is a companion to The Diary of Anne Frank. While Anne’s story describes her sequestered life in the Annex, Storming the Tulips reveals what children on the outside endured-in the streets, in hiding, and in the concentration camps. Their friends disappeared. Their parents sent them away. They were herded on trains and sent to death camps. They joined the Nazi youth. They hid Jews. They lost their families. They picked the pockets of the dead. They escaped. They dodged bullets. They lived in terror. They starved. They froze. They ate tulip bulbs. They witnessed a massacre. They collected shrapnel. And finally, they welcomed the Liberation. Some lost their families, most lost their homes, but they all lost their innocence as they fought to survive in a world gone mad-the only world that they knew.”

Last month I traveled to Chico, along with Doug Niva, the very talented videographer who has played such a key role in the Time of Remembrance project, to do an interview with Hannie. We will soon have clips from the interview online, both as stand-alone questions in 11th grade US History teacher Erin Goldman’s Beyond Anne Frank lesson, and as part of the soon-to-be-developed multimedia literature guide for Storming the Tulips.